VCSE Travel and Tourism
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
VCSE Travel and Tourism is heavy on literacy: learners read and compare sources, write a destination fact file, a trip proposal, an itinerary and marketing materials using persuasive language tailored to an audience, present their trip and answer questions, and write a reflection on their own performance. Numeracy is lighter but real, with the Unit 1 sector test asking learners to extract information, spot trends and make calculations from Welsh tourism data, and Unit 3 needing a trip budget, costings, a schedule and a feedback survey whose responses are collated. The single biggest thing KS3 should build is persuasive, well-structured writing for a named audience, backed by accurate facts and simple costings.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Uchel
- Faint o waith rhifedd
- Canolig
- Manyleb
- Agor y fanyleb
- Y cam cyn hyn
- Foundation Travel and Tourism, Entry Level and Level 1
Sut mae'r cymhwyster hwn yn cael ei asesu
- Unit 1: Introduction to the Travel and Tourism Industry: External assessment (sector test) 1 hour, 50 marks, 20%, set and marked by WJEC, paper-based or onscreen
- Unit 2: Tourist Destinations: External non-examination assessment 6 hours (plus 2 hours of research beforehand), three tasks based on an assignment brief that changes every year, 50 marks, 20%, set and marked by WJEC
- Unit 3: Travel and Tourism in Action: Non-examination assessment 15 hours, five tasks based on an assignment brief, 90 marks, 60%, set by WJEC, marked by the centre and externally moderated by WJEC
Sgiliau sy'n defnyddio Siarad cydweithredol
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Presenting a trip and responding to questions
In Unit 3 learners communicate their trip and itinerary, giving an overview, aims and key information such as date, cost, accommodation and activities. They must respond to questions about the trip, and presentations are recorded on observation records.
Llythrennedd: Diben, Eglurder a geirfa, Gofyn cwestiynau, Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils give a one-minute talk to the class on their favourite place in Wales and answer one question from the audience.
- Blwyddyn 8
- In role as travel agents, pupils present a weekend break to a small group playing customers, then answer their questions on cost and activities without reading from notes.
- Blwyddyn 9
- Pupils present a planned school trip to a panel of staff or older pupils, cover the aims, dates, costs and activities, and handle follow-up questions they have not seen in advance.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.3.4, page 29; Section 3.3, page 34; Appendix A, page 40
“responding to questions about the trip”
Cam cynnydd 3
Rwy'n gallu trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.
Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.
Rwy'n gallu gofyn ac ateb cwestiynau, gan adeiladu ar syniadau pobl eraill mewn trafodaethau grŵp a'u datblygu.
Cam cynnydd 4
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
Rwy'n gallu trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.
Rwy’n gallu ymateb i safbwyntiau pobl eraill mewn ffordd hyderus a sensitif, gan grynhoi a gwerthuso'r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.
Cam cynnydd 5
Rwy'n gallu cyflwyno syniadau a materion er mwyn bodloni gofynion gwahanol gynulleidfaoedd.
Rwy'n gallu ymateb yn hyderus i'r ffordd y mae gwrandawyr yn ymateb, gan addasu fy iaith mewn amrywiaeth eang o gyd-destunau ac at ddibenion gwahanol.
Rwy'n gallu ymateb i safbwyntiau pobl eraill, gan ddefnyddio ystod o dechnegau, e.e. cwestiynau rhethregol, ystumiau.
Da gwybod
- Written NEA evidence can be handwritten: Unit 2 'must be submitted digitally, either as scanned handwritten responses or completed digitally.' (page 32).
- Spoken work is assessed through observation: 'performance evidence (for example, presentations) must be documented using observation records' (page 34).
- Learners get a research window before Unit 2: 'A further two hours should be scheduled for research prior to the completion of tasks.' (page 32).
- Teachers may not coach the writing during NEA: 'Teachers may clarify task requirements but must not provide feedback on the evidence being produced.' (page 34).
- Appendix A maps Listening, Reading, Speaking and Writing to all or almost all sections of every unit, but maps no section to geometry and measurement (pages 39 and 40).
- The specification does not say whether a calculator may be used in the Unit 1 sector test, which includes 'make calculations using a range of data' (Unit 1, Section 1.3.3, page 19).
Cysylltiadau â chymwysterau eraill
Climate graphs, places and tourism impacts overlap with GCSE Geography, persuasive marketing and budgeting overlap with GCSE Business, and the trip budget and timetable work draws on Mathematics, so KS3 departments could share one model of a costed, persuasive trip plan.
Ffynhonnell: WJEC Level 1/Level 2 VCSE Travel and Tourism specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).